There is a well-entrenched schism on the frequency, intensity, and evolutionary significance of warfare among hunter-gatherers compared with large-scale societies. To simplify, Rousseauians argue that warfare among prehistoric and contemporary hunter-gatherers was nearly absent and, if present, was a late cultural invention. In contrast, so-called Hobbesians argue that violence was relatively common but variable among hunter-gatherers. To defend their views, Rousseauians resort to a variety of tactics to diminish the apparent frequency and intensity of hunter-gatherer warfare. These tactics include redefining (...) war, censoring ethnographic accounts of warfare in comparative analyses, misconstruing archaeological evidence, and claiming that outside contact inflates the intensity of warfare among hunter-gatherers. These tactics are subject to critical analysis and are mostly found to be wanting. Furthermore, Hobbesians with empirical data have already established that the frequency and intensity of hunter-gatherer warfare is greater compared with large-scale societies even though horticultural societies engage in warfare more intensively than hunter-gatherers. In the end I argue that although war is a primitive trait we may share with chimpanzees and/or our last common ancestor, the ability of hunter-gatherer bands to live peaceably with their neighbors, even though war may occur, is a derived trait that fundamentally distinguishes us socially and politically from chimpanzee societies. It is a point often lost in these debates. (shrink)

Tallis brings his familiar erudition and insight to this most intriguing and important philosophical question - the nature of our freedom - one that impacts most directly on our lives and takes us to the heart of what we are.

There is a world-wide debate at the moment about the appropriate role for the state in modern societies in the light of the world financial crisis. This book provides a comprehensive analysis and critique of Neo-liberal or economic liberal ideas on this issue.

Grounded in Bandura’s social cognitive theory of moral thought and action, we develop a conceptual model linking supervisors’ perceptions of organizational injustice and abusive supervision with moral disengagement mechanisms acting as the underlying process. Specifically, we elaborate why and how supervisors’ experiences of each type of injustice would trigger their adoption of distinctive moral disengagement mechanisms, which in turn lead to their abusive supervisory conduct. The present conceptual model sheds new light on linking organizational injustice to abusive supervision from a (...) moral perspective. In addition, it also provides important theoretical and managerial implications to our current understanding of why and how abusive supervision happens. (shrink)

How do people decide what to say in context? Many theories of pragmatics assume that people have specialized knowledge that drives them to utter certain words in different situations. But these theories are mostly unable to explain both the regularity and variability in people’s speech behaviors. Our purpose in this article is to advance a view of pragmatics based on complexity theory, which specifically explains the pragmatic choices speakers make in conversations. The concept of self-organized criticality sheds light on how (...) a history of utterances and subtle details of a situation surrounding a conversation may directly specify language behavior. Under this view, pragmatic choice in discourse does not reflect the output of any dedicated pragmatic module but arises from a complex coordination or coupling between speakers and their varying communicative tasks. (shrink)

After introducing the early work of philosophers such as Plato, Aristotle, Epicurus, Cicero, Machiavelli, and Kant on the matter, this book critically examines the literature over the past four decades on the topic of posthumous harm.

This book presents a systematic, unified treatment of fixed points as they occur in Godels incompleteness proofs, recursion theory, combinatory logic, semantics, and metamathematics. Packed with instructive problems and solutions, the book offers an excellent introduction to the subject and highlights recent research.

In his recently published paper, ‘The Nature of Possibility,’ David Armstrong presents an account of possibility which, he correctly claims, is partly an elaboration of the early Wittgenstein's. Both are combinatorialists. That is to say, both hold that there is a fixed ontology of individuals, properties and relations whose combinations determine the range of all possible states of affairs, and therewith the range of all those totalities of states of affairs which they call possible worlds.But Armstrong's account, I believe, is (...) fatally flawed in ways that Wittgenstein's isn't. And this, I shall argue, is mainly because Armstrong is both an actualist, whose fixed ontology is one of actual individuals, properties and relations, and a reductionist, who tries to reduce the notion of possibility to that of ߢallߣ their combinations. Armstrong seems to think that Wittgenstein at least shares his actualism, and perhaps even his reductionism. (shrink)

ABSTRACTTreating conditionals as probabilistic statements has been referred to as a defining feature of the “new paradigm” in cognitive psychology. Doing so is attractive for several reasons, but it complicates the problem of assessing the merits of conditional arguments. We consider several variables that relate to judging the persuasiveness of conditional arguments with uncertain premises. We also explore ways of judging the consistency of people's beliefs as represented by components of conditional arguments. Experimental results provide evidence that inconsistencies in beliefs (...) are more prevalent if the arguments’ components are spatially and temporally dispersed than if they are contiguous in space and time. This supports the idea that assuring the consistency among even a small number of beliefs is difficult to do, especially if the beliefs in question are not brought into consciousness at the same time; but consistency can be enhanced when beliefs are considered simultaneously or nea... (shrink)

First published in 1980. Routledge is an imprint of Taylor & Francis, an informa company.

When people are asked “Do you have the time?” they can answer in a variety of ways, such as “It is almost 3”, “Yeah, it is quarter past two”, or more precisely as in “It is now 1:43”. We present the results of four experiments that examined people’s real-life answers to questions about the time. Our hypothesis, following previous research findings, was that people strive to make their answers optimally relevant for the addressee, which in many cases allows people to (...) give rounded, and not exact, time responses. Moreover, analyses of the non-numeral words, hesitations, and latencies of people’s verbal responses to time questions reveal important insights into the dynamics of speaking to achieve optimal relevance. People include discourse markers, hesitation marks, like “uh” and “um”, and pauses when answering time questions to maximize the cognitive effects (e.g., a rounded answer is adequate) listeners can infer while minimizing the cognitive effort required to infer these effects. This research provides new empirical evidence on how relevance considerations shape collaborative language use. (shrink)

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

Abstract There has been a strong tendency in economic thought to try to take human wants, desires, and preferences as the basis for deciding how to act. This essay argues that ?needs? constitute a distinct category which cannot be reduced to preference. The reductive strategy is partly connected with a philosophical mistake about the relation between the subjective and the objective. The distinction between needs and wants must be central to any continuing form of human action, but it may also (...) not be understood in such a way as to posit some purely objective (perhaps biological) needs that can be specified independently of people's wishes and desires; nor can those desires be specified outside the context of an account of the various ways in which they arise out of, are embedded in, and are directed to ?objective? features of our world. (shrink)

When speakers utter metaphors, such as "Lawyers are also sharks," they often intend to communicate messages beyond those expressed by the metaphorical meaning of these expressions. For instance, in some circumstances, a speaker may state "Lawyers are also sharks" to strengthen a previous speaker's negative beliefs about lawyers, to add new information about lawyers to listeners to some context, or even to contradict a previous speaker's positive assertions about lawyers. In each case, speaking metaphorically communicates one of these three social (...) messages that are relevant to the ongoing discourse. At the same time, speaking metaphorically may express other social and affective information that is more difficult to convey using non-metaphorical speech, such as "Lawyers are also aggressive." We report the results of three experiments demonstrating that people infer different pragmatic messages from metaphors in varying social situations and that many metaphors can express additional pragmatic and rhetorical meanings beyond those conveyed by non-metaphorical language. These findings demonstrate the importance of trade-offs between cognitive effort and cognitive effects in pragmatic theories of metaphor use and understanding. (shrink)

Several disciplines within the cognitive sciences have advanced the idea that people comprehend the actions of others, including the linguistic meanings they communicate, through embodied simulations where they imaginatively recreate the actions they observe or hear about. This claim has important consequences for theories of mind and meaning, such as that people’s use and interpretation of language emerges as a kind of bodily activity that is an essential part of ordinary cognition. Daniel Weiskopf presents several arguments against the idea that (...) experiential simulations play a major role in immediate language use and meaning. We offer several rebuttals to Weiskopf, in which we critique his interpretation of simulation theory, present additional psycholinguistic evidence supportive of the simulation perspective, and suggest that a more traditional theory of linguistic meaning and processing has little psychological and empirical validity.Keywords: Language; Comprehension; Embodied cognition; Embodied simulation; Linguistic meaning, Psycholinguistics. (shrink)

A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the practice (...) of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (shrink)